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Monday, October 06, 2014

Art Makes You Smart

School field trips to cultural institutions matter.

Through a large-scale, random-assignment study of school tours to the
museum, we were able to determine that strong causal relationships do in
fact exist between arts education and a range of desirable outcomes.

By
BRIAN KISIDA, JAY P. GREENE and DANIEL H. BOWEN

Published: November 23, 2013

FOR many education advocates, the arts are a panacea: They supposedly
increase test scores, generate social responsibility and turn around
failing schools. Most of the supporting evidence, though, does little
more than establish correlations between exposure to the arts and
certain outcomes. Research that demonstrates a causal relationship has
been virtually nonexistent.

A few years ago, however, we had a rare opportunity to explore such relationships when the Crystal Bridges Museum of American Art
opened in Bentonville, Ark. Through a large-scale, random-assignment
study of school tours to the museum, we were able to determine that
strong causal relationships do in fact exist between arts education and a
range of desirable outcomes.

Students who, by lottery, were selected to visit the museum on a field
trip demonstrated stronger critical thinking skills, displayed higher
levels of social tolerance, exhibited greater historical empathy and
developed a taste for art museums and cultural institutions.

Crystal Bridges, which opened in November 2011, was founded by Alice
Walton, the daughter of Sam Walton, the founder of Walmart. It is
impressive, with 50,000 square feet of gallery space and an endowment of
more than $800 million.

Thanks to a generous private gift, the museum has a program that allows
school groups to visit at no cost to students or schools.

Before the opening, we were contacted by the museum’s education
department. They recognized that the opening of a major museum in an
area that had never had one before was an unusual event that ought to be
studied. But they also had a problem. Because the school tours were
being offered free, in an area where most children had very little prior
exposure to cultural institutions, demand for visits far exceeded
available slots. In the first year alone, the museum received
applications from 525 school groups requesting tours for more than
38,000 students.

As social scientists, we knew exactly how to solve this problem. We
partnered with the museum and conducted a lottery to fill the available
slots. By randomly assigning school tours, we were able to allocate
spots fairly. Doing so also created a natural experiment to study the effects of museum visits on students, the results of which we published in the journals Education Next and Educational Researcher.

Over the course of the following year, nearly 11,000 students and almost
500 teachers participated in our study, roughly half of whom had been
selected by lottery to visit the museum. Applicant groups who won the
lottery constituted our treatment group, while those who did not win an
immediate tour served as our control group.

Several weeks after the students in the treatment group visited the
museum, we administered surveys to all of the students. The surveys
included multiple items that assessed knowledge about art, as well as
measures of tolerance, historical empathy and sustained interest in
visiting art museums and other cultural institutions. We also asked them
to write an essay in response to a work of art that was unfamiliar to
them.

These essays were then coded using a critical-thinking-skills assessment
program developed by researchers working with the Isabella Stewart
Gardner Museum in Boston.

Further, we directly measured whether students are more likely to return
to Crystal Bridges as a result of going on a school tour. Students who
participated in the study were given a coupon that gave them and their
families free entry to a special exhibit at the museum. The coupons were
coded so that we could determine the group to which students belonged.
Students in the treatment group were 18 percent more likely to attend
the exhibit than students in the control group.

Moreover, most of the benefits we observed are significantly larger for
minority students, low-income students and students from rural schools —
typically two to three times larger than for white, middle-class,
suburban students — owing perhaps to the fact that the tour was the
first time they had visited an art museum.

Further research is needed to determine what exactly about the
museum-going experience determines the strength of the outcomes. How
important is the structure of the tour? The size of the group? The type
of art presented?

Clearly, however, we can conclude that visiting an art museum exposes
students to a diversity of ideas that challenge them with different
perspectives on the human condition. Expanding access to art, whether
through programs in schools or through visits to area museums and
galleries, should be a central part of any school’s curriculum.

Brian Kisida is a senior research associate and Jay P. Greene is a professor of education reform at the University of Arkansas. Daniel H. Bowen is a postdoctoral fellow at the Kinder Institute of Rice University.